Meet Betsy!! •Betsy is nine years old (at the time of the recordings), lives in Toronto, and is in the second month of third grade. According to standardized tests and other school records, she showed little progress in reading development at the end of first grade and therefore was retained for a year. Betsy’s standardized test scores at this time indicate that she is reading at a “second-grade level.”
Take note of the markings because this will be our next step.
Now listen to Betsy's retelling of this story. In miscue analysis, we do both an unaided
and an adied retelling. Both of these files can also be accessed at the above website.
Are you surprised by how much Betsy can recall from this text?
MISCUE ANALYSIS
Some miscue markings may look familiar to you, and some are similar to markings used in running records. In Miscue Analysis, marking the typescript is not the same as coding the miscues. Marking your typescript is a way to have a visual representation of the reader's oral reading. Later, we will analyze these markings/miscues, but for now, it is important to learn the markings as you will be expected to accurately mark a typescript of your reader in the second half of the course. You may have picked up a few of the markings from following along as Betsy read yesterday; however, below is a cheat sheet of these markings. The only marking not listed here is complex miscues. Make sure that you understand complex miscues before you practice the markings. markings.gif
When conducting a miscue analysis, we typically tape record the reader during the oral reading so that we can listen to the recording as many times as necessary to accurately mark the typescript. During the taping, you should mark as many miscues as possible, but it is not likely that you will get everything down. Try, but don't get too worried that you do not get everything especially as you are at the beginning of this process. Additionally, you may want to note other behaviors exhibited by the reader: fidgety, frustrated, etc...these notes will help you to understand what is going on inside the reader's head. This can also assist you in designing instruction for the reader. Therefore, you will need to make sure you have a recorder for the oral reading. Many people choose to use a digital recorder; however, you can also use the cassette tape recorder. This weekend, make sure you have a working recorder. Practice taping someone reading (even yourself) and then play back the recording to make sure it works. Then, practice marking miscues from the tape recording.
Meet Betsy!!
•Betsy is nine years old (at the time of the recordings), lives in Toronto, and is in the second month of third grade. According to standardized tests and other school records, she showed little progress in reading development at the end of first grade and therefore was retained for a year. Betsy’s standardized test scores at this time indicate that she is reading at a “second-grade level.”
This link is to Goodman's page at Arizona State University
http://www.u.arizona.edu/~kgoodman/miscuesamples.htm
The first audio file is Betsy reading "The Man Who Kept House."
Follow along during the reading by using the marked typescript in your RMI book beginning on page 15: http://www.u.arizona.edu/~kgoodman/track1_16kbps_betsyreading.wma
Take note of the markings because this will be our next step.
Now listen to Betsy's retelling of this story. In miscue analysis, we do both an unaided
and an adied retelling. Both of these files can also be accessed at the above website.
Betsy unaided:
Betsy aided:
Are you surprised by how much Betsy can recall from this text?
MISCUE ANALYSIS
Some miscue markings may look familiar to you, and some are similar to markings used in running records. In Miscue Analysis, marking the typescript is not the same as coding the miscues. Marking your typescript is a way to have a visual representation of the reader's oral reading. Later, we will analyze these markings/miscues, but for now, it is important to learn the markings as you will be expected to accurately mark a typescript of your reader in the second half of the course. You may have picked up a few of the markings from following along as Betsy read yesterday; however, below is a cheat sheet of these markings. The only marking not listed here is complex miscues. Make sure that you understand complex miscues before you practice the markings.
markings.gif
When conducting a miscue analysis, we typically tape record the reader during the oral reading so that we can listen to the recording as many times as necessary to accurately mark the typescript. During the taping, you should mark as many miscues as possible, but it is not likely that you will get everything down. Try, but don't get too worried that you do not get everything especially as you are at the beginning of this process. Additionally, you may want to note other behaviors exhibited by the reader: fidgety, frustrated, etc...these notes will help you to understand what is going on inside the reader's head. This can also assist you in designing instruction for the reader. Therefore, you will need to make sure you have a recorder for the oral reading. Many people choose to use a digital recorder; however, you can also use the cassette tape recorder. This weekend, make sure you have a working recorder. Practice taping someone reading (even yourself) and then play back the recording to make sure it works. Then, practice marking miscues from the tape recording.
practiceKey.gif